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One of my key takeaways from todays lesson is that text complexity can be adjusted for in classrooms. if I wanted to teach a more or less complex text to a certain group of students, I would be able to supplement it with other forms of media and literature to make sure that it was suitable for any chosen age.

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I learned that text complexity is determined through quantitative, qualitative, and task & student considerations. In addition, in order to establish text complexity through quantitative analysis three different sources need to be used (triangulation) for the most accurate results.

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A key takeaway from today’s class is the importance behind quantitative and qualitative measures and reader task considerations to determine text complexity.

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Text complexity encompasses lots of parts, such as readers’ interests and quantitative analysis. I better understand how to consider my students when looking at if a texts’’ structure, purpose, etc. matches the standards I’m holding my students to.

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The complexity of text can be thought of in two broad ways. Qualitative and quantitative. Quantitative is a literal score given to text after it's been reviewed. With the reviewer paying close attention to various aspect of the text.

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Today I learned just how much of a gap can exist between quantitative and qualitative assessments of a text can get, and new tools to asses text grade level appropriateness

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A key element of text complexity I learned this session was the importance of balancing qualitative and quantitative data. Lean too heavily in either direction and students may be reading outside of their ZPD.
Additionally, assessing the relevance and value of a text to students is of equal importance to the data.

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1 key idea to take away from tonight’s lesson on text complexity is the multitudes that come from defining what is considered complex. Due to the differentiation between what students are on what level of reading and comprehension it can truly determine if a text is considered more intense than another.

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1. Text complexity can vary widely both quantitatively and qualitatively depending on who you ask, but these metrics can be used as a guide for determining which texts are appropriate

2. It’s really important to know your students in order to gauge whether a text is sufficiently complex. Grade levels/quantitative scores/student abilities won’t always match up.

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Based on our work with Stamped today, I’ve learned that quantitative and qualitative measures of text complexity can vary greatly. When quantitative measures only consider sentence and word length, it may disregard deeper meaning that only readers can get given certain background information and experience. It’s important to get all three measures in order to have an in-depth understanding of complexity for this reason.

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One key idea I am taking away with me from tonight is that even though some text may be presented for one grade band, it can also be used with another if given background knowledge.

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3 things: Quantitative, Qualitative, and Reader/Task

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Text complexity is an art, not a science! It's not just about picking the text that has the longest words or toughest ideas, but is an incredibly complex process that requires the teacher to KNOW THEIR STUDENTS!

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I learned the importance of context in terms of text complexity. You have to take into account what a reader might know that has nothing to do with the text itself

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Tonight I am leaving with a better understanding of how text complexity is part of the planning process (figuring out whether to teach and what supports needed). Additionally I have a better sense of how the quantitative measures are squishy, not exact.